Dissertations / Theses on the topic 'Music and language'
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McLeod, Andrew Philip. "Language of music : a computational model of music interpretation." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31371.
Full textRoxbergh, Linus. "Language Classification of Music Using Metadata." Thesis, Uppsala universitet, Avdelningen för systemteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-379625.
Full textKay, Marja Liisa. "Contemporary vocal music : language, technology and contemporary vocal music of Finland." Thesis, University of York, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.583263.
Full textErickson, David Allen. "Language, ineffability and paradox in music philosophy /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2111.
Full textGarwood, Eileen. "Profiles of English language music therapy journals." Thesis, Temple University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564809.
Full textThe purpose of this study was to present a content analysis of seven music therapy journals in the English language in order to provide an objective documentation of the longitudinal growth of the field. The current study examined seven English language music therapy journals including the Journal of Music Therapy, Music Therapy: Journal of the American Association for Music Therapy, Music Therapy Perspectives, The Australian Journal of Music Therapy, The Nordic Journal of Music Therapy, The British Journal of Music Therapy, and The New Zealand Society for Music Therapy Journal. A total of 1,922 articles were coded according to author information (name, credentials, institution, geographic location), mode of inquiry, population studied, and subsequent article citation. Results indicated a broad range of research topics with a rapid rise in music and medicine research beginning in the 1980s. Research authors in music therapy comprise a diverse group of authors both from the United States and abroad. This study highlighted transitions in institutional productivity moving from clinical settings to academic settings. Over the course of 50 years, there have been continuous changes in various aspects of the music therapy literature that document the continuing growth of the profession.
Pérez-Sancho, Carlos. "Stochastic language models for music information retrieval." Doctoral thesis, Universidad de Alicante, 2009. http://hdl.handle.net/10045/14217.
Full textHouston, David. "Music and language the case for music in linguistic curricula and research." Saarbrücken VDM Verlag Dr. Müller, 2006. http://d-nb.info/991593936/04.
Full textYoungs, Marisa B. "THE LANGUAGE OF MUSIC: LINGUISTICS IN TRUMPET PEDAGOGY." UKnowledge, 2018. https://uknowledge.uky.edu/music_etds/115.
Full textPoss, Nicholas. "Hmong Music and Language Cognition: An Interdisciplinary Investigation." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1332472729.
Full textMull, Danielle. "Music as A Language: Does Music Occupy Verbal Working Memory in Experienced Musicians?" Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/783.
Full textBachelors
Arts and Sciences
Psychology
HAHN, LOIS BLACKBURN. "CORRELATIONS BETWEEN READING MUSIC AND READING LANGUAGE, WITH IMPLICATIONS FOR MUSIC INSTRUCTION (NOTATION)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188032.
Full textVaquero, Zamora Lucía. "Brain structural predispositions for music and language processing." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/665548.
Full textEstudios previos muestran que la formación musical y lingüística provoca cambios plásticos en las estructuras y funciones cerebrales, acompañándose también de beneficios conductuales. Por ejemplo, se ha descrito que los músicos poseen mejores habilidades de discriminación auditiva (incluyendo la percepción tonal y la discriminación del habla en un ambiente ruidoso), una mayor capacidad de sincronización motora, así como mejor memoria verbal y coeficiente intelectual general en comparación con personas sin formación musical. Paralelamente, los bilingües muestran mejores funciones ejecutivas y habilidades relacionadas con la atención en comparación con individuos monolingües. Además, las alteraciones en la conectividad cerebral funcional y estructural pueden ser rastreadas estudiando las áreas cerebrales relacionadas con las actividades más utilizadas por músicos (instrumentistas y cantantes) y expertos lingüísticos (como bilingües o fonetistas profesionales). Pese a que en la última década se han dedicado esfuerzos importantes en el campo de la investigación sobre la plasticidad cerebral, sólo unos pocos estudios han tratado de investigar la conexión entre las propiedades iniciales del cerebro, en cuanto a las funciones y estructuras que se relacionan con las funciones auditivo-motoras, y el posterior aprendizaje musical o del lenguaje. Sin embargo, los marcadores estructurales cerebrales, tales como volumen/densidad de materia gris o medidas de difusividad en la sustancia blanca a partir de datos de imagen del tensor de difusión, así como medidas funcionales de la actividad relacionada con una tarea o datos de resting-state (estado de reposo) obtenidos por resonancia magnética o electroencefalografía, han demostrado que pueden correlacionar con el rendimiento y el aprendizaje en el dominio auditivo- motor. En la presente tesis pretendíamos ampliar nuestro conocimiento en cuanto a la plasticidad cerebral obtenida durante los supuestos “períodos sensibles” y después de la práctica musical mantenida en el tiempo, por un lado, y explorar las vías de sustancia blanca que pueden predecir habilidades lingüísticas o musicales al inicio del aprendizaje, por otro lado. Como objetivos secundarios, queríamos confirmar resultados previos con respecto a las estructuras cerebrales involucradas en el procesamiento de la música y el lenguaje, así como apoyar el uso de mediciones estructurales y enfoques correlacionales (entre datos de neuroimagen y conductuales) para estudiar las diferencias inter- individuales. El Estudio I se centró en la comparación entre pianistas profesionales y no músicos, observando un complejo patrón de aumentos y disminuciones en el volumen de materia gris. En comparación con los individuos no músicos, los pianistas mostraron mayor volumen de sustancia gris en áreas relacionadas con la habilidad motora y la automatización de movimientos aprendidos, así como el aprendizaje a través del refuerzo y el procesamiento emocional, mientras que las regiones asociadas al control sensoriomotor, lectura de partituras y percepción auditiva y musical presentaron una reducción del volumen de materia gris. El Estudio II exploró la relación entre las propiedades estructurales de la materia blanca del fascículo arqueado (AF por sus siglas en inglés) y el rendimiento de hablantes nativos de alemán en una tarea de imitación de frases y palabras en una lengua extranjera (hindi). Encontramos que una mayor lateralización del volumen de AF hacia la izquierda predecía el desempeño en la tarea de imitación. Este resultado se confirmó utilizando no sólo un enfoque determinístico-manual sino también una reconstrucción automática (basada en atlas anatómicos) de las fibras de sustancia blanca que, además, señalaba una región específica en la mitad anterior del AF izquierdo como la más relacionada con las capacidades de imitación. El Estudio III tenía como objetivo investigar si la conectividad estructural de vías de sustancia blanca anteriormente descritas como dianas para los mecanismos de plasticidad en músicos profesionales, podría predecir las habilidades musicales en los no músicos. Se observó que la organización micro-estructural de la materia blanca en el hemisferio derecho en vías involucradas en el control motor (tracto corticoespinal) y en transformaciones auditivo-motoras (AF) correlacionaba con el desempeño de individuos no músicos en las etapas iniciales del aprendizaje rítmico y melódico. El presente trabajo ha confirmado la implicación en las primeras etapas del aprendizaje audio-motor de varias estructuras cerebrales que previamente habían mostrado efectos plásticos asociados al aprendizaje musical y del lenguaje. Además, estos resultados desafían las opiniones anteriores sobre la plasticidad inducida por la experiencia musical al demostrar que la experiencia no se correlaciona siempre ni únicamente con un aumento del tejido cerebral, y planteando así preguntas sobre los mecanismos de eficiencia derivados de la práctica musical a nivel profesional. Más importante aún es que los resultados de estos tres estudios convergen mostrando que un bucle de predicción–retroalimentación (feedback)–alimentación directa (feedforward) para el procesamiento auditivo-motor puede estar implicado de manera crucial tanto en el aprendizaje musical como en el aprendizaje de idiomas. Por tanto, sugerimos que los sistemas auditivo-motrices del cerebro, que previamente se habían descrito como participantes en el procesamiento del lenguaje nativo (áreas corticales involucradas en la vía dorsal para el procesamiento del lenguaje, y el AF, que las conecta) también pueden ser reclutados durante la exposición a material lingüístico o musical nuevo, siendo refinado tras años de práctica musical activa.
Evans, Francois Michel. "Aural image and the language of electroacoustic music." Thesis, City University London, 1996. http://openaccess.city.ac.uk/8271/.
Full textSchulze, Walter. "A formal language theory approach to music generation." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4157.
Full textENGLISH ABSTRACT: We investigate the suitability of applying some of the probabilistic and automata theoretic ideas, that have been extremely successful in the areas of speech and natural language processing, to the area of musical style imitation. By using music written in a certain style as training data, parameters are calculated for (visible and hidden) Markov models (of mixed, higher or first order), in order to capture the musical style of the training data in terms of mathematical models. These models are then used to imitate two instrument music in the trained style.
AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die toepasbaarheid van probabilitiese en outomaatteoretiese konsepte, wat uiters suksesvol toegepas word in die gebied van spraak en natuurlike taal-verwerking, op die gebied van musiekstyl nabootsing. Deur gebruik te maak van musiek wat geskryf is in ’n gegewe styl as aanleer data, word parameters vir (sigbare en onsigbare) Markov modelle (van gemengde, hoër- of eerste- orde) bereken, ten einde die musiekstyl van die data waarvan geleer is, in terme van wiskundige modelle te beskryf. Hierdie modelle word gebruik om musiek vir twee instrumente te genereer, wat die musiek waaruit geleer is, naboots.
Verster, François. "Language on music : Beethoven, Mann and the absolute." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/17531.
Full textThis dissertation investigates the general use of language on instrumental music. Three types of linguistic usage are identified: the metamusical, the systemic, and the metasystemic. In the first section, various forms of the metamusical - description, attempts at "recreation" and formal analyses of music - are considered, and are all shown to fail in different ways. The limitations of existing systems for negotiation between language and music are also brought to the fore. Failure is redefined, and shown to be intrinsically related to the tradition of musical ineffability, which finds its most extreme development in the notion of "absolute music". The second section attempts to provide a systemic discourse which takes the failure of language into account. Drawing on Lacan's imaginary/symbolic distinction and on Derrida's notion of the frame, it sets forth a construct called "the word of music", which is itself an impossible point of aspiration, but which manages to account for some of the dialectical complexities involved in systemic negotiation with a non-denotative form such as music. The third section entails metasystemic analysis proper; in other words, metamusical and systemic sources are analyzed and assessed. This part consists of a passage-by-passage translation of eight pages from Thomas Mann's Doctor Faustus, in which the fictional character Wendell Kretschmar delivers a lecture on and performance of Beethoven's Opus 111. Various metamusical and systemic issues are discussed: it is shown that Mann draws on a large number of established musicoliterary traditions, with his sources ranging from early Beethoven biographies to the writings of Theodor Adorno. Particular attention is given to the Romantic "Beethoven myth" and to Adorno's analysis of the composer's late music. Mann's negotiation between two partly opposing trends in the presentation of Opus 111 as an "ultimate" or "absolute" composition - the one based in a Romantic discourse of musical transcendence and the other originating in Adorno's identification of a tendency towards alienation in Beethoven's late style - is extensively discussed.
Rhodes, Mahlon. "Music + Design: Creating Holistic Multimodal Music Experiences." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent157469738121486.
Full textShen, Mei-ling. "Listeners' recognition of native language (English) and foreign language (Chinese) songs in relation to methods of presentation /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textStrømhaug, Tommy. "Discriminating Music,Speech and other Sounds and Language Identification." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8953.
Full textThe tasks : discriminating music, speech and other sounds and language identification have a broad range of applications in todays multilingual multimedia community. Both tasks gave a lot of possibilities regarding methods and development tools which also brings some risk. The Language Identification(LID) problem ended up with two different approaches. One approach was discarded due to poor results in the pre-study while the other approach had some promising potential but did not deliver as hoped in the first place. On the other hand, the music, speech discrimination was solved with great accuracy using 3 simple time domain features and Support Vector Machines(SVM). Adding 'other sounds' to this discrimination problem did complicate the problem but the final solution delivered great results using the enormous BBC Sound Effects library as examples of non speech and music. Both tasks were tried being solved using Gaussian Mixture Models(GMM) because of it's known great ability to model arbitrary feature space segmentations. The tools used were Matlab together with a number of different toolboxes explained further in the text.
Jessel, Nadine Baptiste, and Javier Asensio Cubero. "Translation from Braille Music Mark-up Language to DAISYXML." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-78302.
Full textPrytuluk, Natalie Anne. "Sound-to-symbol pedagogical practices in music and language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0005/MQ59762.pdf.
Full textFeatherstone, Cara R. "Sounding sparks : incongruities and aesthetics in music and language." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540783.
Full textLaws, Catherine. "Music and language in the work of Samuel Beckett." Thesis, University of York, 1996. http://etheses.whiterose.ac.uk/2507/.
Full textJessel, Nadine Baptiste, and Javier Asensio Cubero. "Translation from Braille Music Mark-up Language to DAISYXML." Deutsche Zentralbibliothek für Blinde Leipzig (DZB), 2010. https://slub.qucosa.de/id/qucosa%3A1625.
Full textJordan, Augustus III. "A study of language and ideology in Rap Music." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/3334.
Full textThomas, Demetria Lucille. "Teachers' Perspectives about Infusing Music into Language Arts Instruction." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/169.
Full textPanyaniti, Rawin. "Bartók as ethnomusicologist and composer: folk music and art music influences on his musical language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31223278.
Full textSchulz, Steven John. "Using music to create effective curriculum for English language development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2849.
Full textKogler, Susanne Kolleritsch Otto. "Am Ende, wortlos, die Musik : Untersuchungen zu Sprache und Sprachlichkeit im zeitgenössischen Musikschaffen /." Wien : Universal Edition, 2003. http://www.loc.gov/catdir/toc/fy054/2003376935.html.
Full textAlbert, Kimberly Joy. "Using music therapy and visuals to facilitate language in exceptional preschoolers." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3245.
Full textHsin, Mie Fen. "Popular music in Taiwan : language, social class and national identity." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/3473/.
Full textHill, Sarah. "'Blerwytirhwng?' : Welsh popular music, language, and the politics of identity." Thesis, Cardiff University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248538.
Full textClarke, D. I. "Language, form and structure in the music of Michael Tippett." Thesis, University of Exeter, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377276.
Full textMumford, Paul Lewis. "Collage music : the development of a language of studio composition." Thesis, University of Plymouth, 2005. http://hdl.handle.net/10026.1/2630.
Full textScherler, Kathy L. "Elementary music teachers instructing English language learners: Reflection on practice." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4933/.
Full textBernabeu, Briones José Francisco. "Similarity Learning and Stochastic Language Models for Tree-Represented Music." Doctoral thesis, Universidad de Alicante, 2017. http://hdl.handle.net/10045/72261.
Full textCrankshaw, Amy Jane. "Hendrik Hofmeyr: the harmonic language of a theorist and composer theorist." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20035.
Full textFagelson, Marc A. "Tinnitus and Music." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5402.
Full textGreenberg, Jonathan Ross. "Singing up close voice, language, and race in American popular music, 1925-1935 /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481673371&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full textCataylo, Vilma May Chavez. "Musical works built on the native language to bring about musical knowledge and cultural development /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10624090.
Full textTypescript; issued also on microfilm. Sponsor: Harold F. Abeles. Dissertation Committee: Lenore Pogonowski. Bibliography: leaves 291-295.
Nash, Gillian Mary. "Music and Language Processing in Children with Autism and in those with Specific Language and Impairment." Thesis, Goldsmiths College (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499291.
Full textSalselas, Inês. "Exploring interactions between music and language during the early development of music cognition. A computational modelling approach." Doctoral thesis, Universitat Pompeu Fabra, 2013. http://hdl.handle.net/10803/112058.
Full textEsta tesis aborda la modelización computacional de algunos fenómenos de la percepción y cognición de la música durante el período de desarrollo en la primera infancia. La Psicología experimental y la Neurociencia muestran resultados que sugieren que el desarrollo de las representaciones del ritmo o de la altura musicales durante la infancia son dependientes de la exposición tanto a la música como al lenguaje de las culturas en las que se nace y crece. La capacidad musical y lingüística, durante los primeros años de desarrollo, están inter-relacionadas de formas que aún no ha sido posible caracterizar. En paralelo, las herramientas computacionales proporcionan un marco teórico y empírico eficaz para el estudio del aprendizaje y el desarrollo. El uso de los modelos computacionales para estudiar el desarrollo de la percepción y la cognición de información musical, conectando la música y el lenguaje, todavía queda por explorar. Así, nos proponemos producir soluciones computacionales adecuadas para el estudio de los factores que contribuyen a dar forma a nuestra estructura cognitiva y a la construcción de las predisposiciones que nos permiten disfrutar y dar sentido a la música. También adoptamos una perspectiva comparativa para la investigación que, englobando la música y el lenguaje, busca sus posibles interacciones y correlaciones. Primeramente, hemos abordado la representación de la altura tonal (absoluta vs. relativa) y sus relaciones con el desarrollo. Las simulaciones computacionales han permitido observar que el tipo de codificación utilizada ha influido en la capacidad del modelo para efectuar correctamente una tarea de discriminación, lo cual sugiere una relación entre el aprendizaje y el tipo de información de altura que se utiliza. Seguidamente, se ha realizado una caracterización prosódica del habla y del canto dirigidos al bebé, mediante la comparación de patrones rítmicos y melódicos en dos variantes de Portugués (Europeo y Brasileño). En los experimentos computacionales, los descriptores relacionados con el ritmo han exhibido una fuerte capacidad predictiva para el habla y canto, en tareas de discriminación de variante de lenguaje, siendo observados diferentes patrones rítmicos para cada variante. Se revela que la prosodia del entorno sonoro de un bebé es una fuente rica de información y que el ritmo es un elemento fundamental para la caracterización de la prosodia del lenguaje y las canciones de una cultura. Por último, se construyó un modelo computacional basado en el procesamiento y representación de información temporal para explorar cómo los patrones prosódicos temporales del habla de una cultura específica influyen en el desarrollo de las representaciones y predisposiciones rítmicas. Las simulaciones muestran que la exposición al ambiente sonoro circundante influye en el desarrollo de las representaciones temporales y que la estructura del entorno a que se esta expuesto, específicamente, la falta de canciones maternales, tiene un impacto sobre la forma como el modelo organiza sus representaciones rítmicas internas. Se concluye que existe una influencia recíproca entre la música y el lenguaje. La exposición a la estructura del entorno sonoro influye en la formación de la estructura cognitiva, que sustenta la comprensión de la experiencia musical. De entre todos los “inputs” del entorno sonoro, la estructura del lenguaje tiene una influencia predominante en la construcción de predisposiciones y representaciones musicales.
Khezri, Mohammadreza. "MUSIC AND VOCABULARY LEARNING : a pilot study on probable pedagogical effects of music on the learning of new vocabularies of a foreign language." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-71722.
Full textMassey, Sara Miller. "The effects of auditory-motor mapping training on speech output of nonverbal elementary age students with autism spectrum disorder." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123641.
Full textThe purpose of this study was to investigate the effect of auditory-motor mapping training (AMMT) on the speech output of nonverbal elementary age students with autism spectrum disorder (ASD). Auditory-motor mapping training facilitates the development of association between sounds and articulatory actions using intonation and bimanual drumming activities. This intervention purportedly stimulates neural networks that may be dysfunctional in persons with ASD.
Seven nonverbal children with a primary diagnosis of ASD participated in twelve 20-minute weekly sessions consisting of engagement with 15 predetermined target words through imitation, singing, and motor activity (all components of AMMT). Assessments were made at baseline, mid-point, and post AMMT intervention sessions. These probes were used to determine the effects of AMMT on expressive language abilities of speech output. A null hypothesis was tested to determine the significance of the independent variables of singing, showing visual cues, and drumming on the speech output of nonverbal children with ASD, age five through eight years (p ≤ .05). Additionally, effects of AMMT on children's development of social communication skills also were examined at the end of each intervention session.
Results of the study revealed no significant effect of the AMMT intervention on the speech output of elementary age children with ASD from the best baseline to probe one and probe two (p = .424), therefore the null hypothesis that there was no significant effect of auditory-motor mapping training (AMMT) on speech output of nonverbal elementary children with ASD was retained. Additionally, a comparison of the growth of the independent ‘High Five’ gesture from session one to session twelve yielded no statistical significant results (p > .05). The McNemar chi-square was used to compare this secondary AMMT effect from sessions two to eleven, and revealed a positive growth trend that approached a significant outcome associated with the children's social communication responses ( p =.063).
Although significant changes in the nonverbal children's speech output were not substantiated in this study, there were areas of growth for all children in this study that were highlighted through qualitative analysis and descriptive narratives. Confounding variables that possibly affected children's speech output and social communication development were addressed. Additionally, recommendations were made for future research involving music as a vehicle for speech development for nonverbal elementary age children with ASD.
Lawrence, Daniel William. "On the digital-political topography of music." Thesis, Michigan Technological University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643826.
Full textThe persuasive power of music is often relegated to the dimension of pathos: that which moves us emotionally. Yet, the music commodity is now situated in and around the liminal spaces of digitality. To think about how music functions, how it argues across media, and how it moves us, we must examine its material and immaterial realities as they present themselves to us and as we so create them. This dissertation rethinks the relationship between rhetoric and music by examining the creation, performance, and distribution of music in its material and immaterial forms to demonstrate its persuasive power. While both Plato and Aristotle understood music as a means to move men toward virtue, Aristotle tells us in his Laws, through the Athenian Stranger, that the very best kinds of music can help guide us to truth. From this starting point, I assess the historical problem of understanding the rhetorical potential of music as merely that which directs or imitates the emotions: that which "Soothes the savage breast," as William Congreve writes. By furthering work by Vickers and Farnsworth, who suggest that the Baroque fascination with applying rhetorical figures to musical figures is an insufficient framework for assessing the rhetorical potential of music, I demonstrate the gravity of musical persuasion in its political weight, in its violence--the subjective violence of musical torture at Guantanamo and the objective, ideological violence of music--and in what Jacques Attali calls the prophetic nature of music. I argue that music has a significant function, and as a non-discursive form of argumentation, works on us beyond affect. Moreover, with the emergence of digital music distribution and domestic digital recording technologies, the digital music commodity in its material and immaterial forms allows for ruptures in the former methods of musical composition, production, and distribution and in the political potential of music which Jacques Attali describes as being able to foresee new political realities. I thus suggest a new theoretical framework for thinking about rhetoric and music by expanding on Lloyd Bitzer's rhetorical situation, by offering the idea of "openings" to the existing exigence, audience, and constraints. The prophetic and rhetorical power of music in the aleatoric moment can help provide openings from which new exigencies can be conceived. We must, therefore, reconsider the role of rhetorical-musical composition for the citizen, not merely as a tool for entertainment or emotional persuasion, but as an arena for engaging with the political.
Greenberg, Talia. "The Complicated Relationship Between Music and Foreign Language Learning: Nuanced Conditions Required for Cognitive Benefits Due to Music." Oberlin College Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1438129548.
Full textChristensen, Marie. "Musik och språk i förskolan : Musik som ett pedagogiskt verktyg." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-26362.
Full textIn this study, I have investigated ways that preschool teachers can use music as a pedgogical tool in children's language development, as well as the similarities and connections which exist between language and music. I have investigated preschool teachers' experiences and thoughts on the subject. In the study, I have interviewed five preschool teachers who use a lot music in their work with children. The results show that music and language have much in common; both have, among other things, rhythm, tone, dynamics, and expression. Preschool teachers use music, song, rhythm and rhyme in order to stimulate children's language development. It is difficult to determine what lies behind children's progess with language skills, but participants in the study believed music to be a language-stimulating factor. By working with music in a conscious way in preschool, children can develop their linguistic awareness.
Weng, Sheng-Ying Isabella. "Pitch processing and learning ability of the tone language Chinese : A correlational study of music and language." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-1650.
Full textSamtidigt som vetenskapliga bevis för en intim relation mellan musik och språk växer, har ett visst samband mellan användning av tonspråk och absolut gehör också upptäckts. Uppkomsten av absolut gehör har länge varit ett kontroversiellt forskningsämne. När intresset att lära sig tonspråket kinesiska ökar globalt, är det ur ett pedagogiskt perspektiv motiverat att studera just detta samband. Syftet med föreliggande uppsats är att på nära håll studera en liten grupp elever i nybörjarkinesiska. Genom ett gehörstest, baserat på förmågan att uppfatta tonhöjder, har dessa testresultat jämförts med de tidigare observerade uttalsförmågor hos eleverna. Studien pekar på komplexa interaktioner mellan många faktorer, och visar till exempel musikträning och studiemotivation som avgörande faktorer.
提要:随着越来越多的研究证明音乐与语言之间的密切关系,也有证据显示声调语言的使用与绝对音高感之间有着一定的互动关系。绝对音高感的成因一直是一个科学上有争议的话题,如今,学习声调语言普通话的兴趣已是国际性,从教学的角度来看,这两者之间的互动关系是个值得研究的话题。 此研究对一小群中文初学者做了近距离的观察,并对她们进行了音高感的听力测试。通过比较测试数据和她们已表现的中文发音能力及敏感性,本文发现了多种因素之间的复杂关系,比如音乐培训以及学习积极性的关键性。
Jentschke, Sebastian. "Neural correlates of processing syntax in music and language - influences of development, musical training, and language impairment /." Leipzig : MPI for Human Cognitive and Brain Sciences, 2007. http://d-nb.info/989006387/04.
Full textConti, Agustin A. "Argentine music styles contributions to contemporary jazz language : analysis of six original compositions." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/2428.
Full textMartin, Carla Denny. "Sounding Creole: The Politics of Cape Verdean Language, Music, and Diaspora." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10282.
Full textAfrican and African American Studies